[We should] concentrate on several essential elements,
namely the quality of teacher-pupil interactions, the stimulus and help
for pupils to take active responsibility for their own learning, the
particular help needed to move pupils out of the 'low attainment' trap,
and the development thereby of the habits needed by all if they are to
become capable of lifelong learning
Inside the Black Box by Paul Black and Dylan William, 1998
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What are the
key principles which inform learning and teaching in our schools and
learning centres? Research and experience indicate that the
following principles are fundamental to effective learning and teaching:
Challenge should be an important element of that enjoyment.
We are more likely to learn when we are motivated, feel valued and see
the relevance of what is being taught. We learn best in an
ethos where achievement is celebrated and honest error is not disparaged
but welcomed as a formative stage in the learning process.
This ethos is the product of partnerships involving learners, teachers,
parents and others in learning communities across Highland.
Our emotional wellbeing is closely linked to our ability to learn
effectively. Emotional intelligence (which is both intra-
and inter-personal) should be acknowledged, nurtured and developed.
We should also encourage the ability to read and be sensitive to other
people’s feelings. We should encourage the development of
three emotional competences: emotional awareness; accurate self
assessment; self esteem.
There is no such thing as a single, fixed, general intelligence.
We all have much greater potential for learning than is commonly
recognised. We should nurture and celebrate (at least) eight
types of intelligence: visual/spatial; verbal/linguistic;
logical/mathematical; bodily/kinaesthetic; musical/rhythmic;
interpersonal; intrapersonal; spiritual.
It takes place in fortuitous as well as planned contexts. It
is both an individual and a social activity, rooted in dialogue, debate
and discussion, characterised by responsible decision-making, autonomy
and choice. We acquire, process and use information in
different ways and at different rates. As individuals, we
all have preferred learning styles. There are three main
types: visual, auditory, tactile/kinaesthetic.
Such people value learning, see it as an empowering activity and
actively collaborate in the learning process. Not only do
they possess knowledge, they also know how to think, act and challenge
deep-seated assumptions. They take responsibility for their
own learning, increasingly exploiting opportunities afforded by emerging
technologies. In lifelong learning, school staff should be
role models.
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First and foremost, policy ought to start with a
recognition that the prime focus for raising standards is the classroom,
so that the over-arching priority has to be to promote and support change
in the classroom.Inside the Black Box
by Paul Black and Dylan William, 1998
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